Fluency and Word Identification

CASE STUDY UNIT

Fluency and Word

Identification:

Grades 3?5

Created by Kim Paulsen, EdD, Vanderbilt University

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Serving: Higher Education Faculty ? PD Providers ? Practicing Educators Supporting the preparation of effective educators to improve outcomes for all students, especially struggling learners and those with disabilities

TABLE OF CONTENTS

Fluency and Word Identification:

Grades 3?5

Contents:

Page

Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv STAR Sheets

Peer Tutoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Repeated Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Case Studies Level A, Case 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Level A, Case 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Level A, Case 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Level B, Case 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Level B, Case 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Level B, Case 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Level C, Case 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 An*swFeorrKaenyA. .n .s w. .e r. K. e. y . .to . t.h .is . c . a .s .e .s .tu .d .y ,. p. l.e a. s. e . e. m. .a i.l .y .o u. r. f.u .ll .n .a .m .e ., .ti .tl e. , . a . n . d . i.n .s t.it .u t.io1n9al affiliation to the IRIS Center at iris@vanderbilt.edu.

iris.peabody.vanderbilt.edu

The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen

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CREDITS

Fluency and Word Identification:

Grades 3?5

To Cite This Case Study Unit

Paulsen, K., & the IRIS Center. (2004). Fluency and word identification: Grades 3?5. Retrieved from . vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf

Content Contributors

Kim Paulsen 2004

Graphics

Erik Dunton

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STANDARDS

Fluency and Word Identification:

Grades 3?5

Licensure and Content Standards

This IRIS Case Study aligns with the following licensure and program standards and topic areas.

Council for the Accreditation of Educator Preparation (CAEP) CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

? Standard 1: Content and Pedagogical Knowledge

Council for Exceptional Children (CEC) CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

? Standard 5: Instructional Planning and Strategies

Interstate Teacher Assessment and Support Consortium (InTASC) InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

? Standard 8: Instructional Strategies

National Council for Accreditation of Teacher Education (NCATE) NCATE standards are intended to serve as professional guidelines for educators. They also overview the "organizational structures, policies, and procedures" necessary to support them.

? Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

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INTRODUCTION

Fluency and Word Identification:

Grades 3?5

To be fluent is to read silently or orally with expression, but without effort. Fluency involves automatic word and punctuation recognition as well as pacing, inflection, and efficiency. Although it enhances reading comprehension, fluency is distinguished from comprehension in that it focuses on the reader's presentation of a reading passage rather than on its meaning.

As an example of both non-fluent and fluent reading, the same passage is typed twice below to mimic the reading in print. Imagine you are an upper elementary student reading aloud. First read the nonfluent passage from left to right, top to bottom. Then read the fluent passage.

Word Identification is the ability to accurately and automatically identify sight words and apply decoding strategies to read unfamiliar words. Word identification does not necessarily consider the meaning of designated words; however, knowledge of the meaning of word segments (e.g., prefixes, suffixes) assists upper elementary readers in identifying words.

Non-fluent passage example:

The au... tum... nleavesbe... gan

chan vib...rant

change. redsyellowsand

Changing colors to or orange.

vib vib

Fluent passage example:

The autumn leaves began changing colors to vibrant reds, yellows, and oranges.

To provide a parallel example for word recognition, the example below attempts to test your automatic recognition and sound-decoding skills. Column A lists commonly known phrases disguised within other words. Without looking at Column B, try to immediately identify the phrase as written in Column A. If the phrase looks unfamiliar, then try to sound it out. Compare your "phrase identification" and "decoding skills" with the phrases as traditionally written in Column B.

Column AColumn B

1. High pledge jelly gents

1. I pledge allegiance

2. Comet tea offer hers

2. Comedy of errors

3. Welcome island mice ooze

3. Walk a mile in my shoes

What a STAR Sheet is...

A STAR (STrategies And Resources) Sheet provides you with a description of a wellresearched strategy that can help you solve the case studies in this unit.

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